1. What are the main problems in the review class at present? According to statistics, this year, there are 1.885 students in vocational schools in our city, 655 students in comprehensive classes in vocational schools in colleges and universities, and/kloc-0 students in "3+2" vocational colleges. In 2005, the number of secondary vocational schools in our city participating in the college entrance examination reached 264 1 person, accounting for about 1 person of the total number of college students in our city. It is also a very important job for secondary vocational schools to pay attention to the review and discussion of college entrance examination while strengthening skills and creating characteristics. Therefore, I went to 10 vocational school in the middle and late March to attend the senior three review class and attend random lectures. From the lectures, I found that there are still some problems in the review of higher vocational examinations. The main problems are: 1, the review of disciplines is not planned, and the review of professional basic courses is not planned. Some teachers lack the overall review plan for the college entrance examination. How many stages does the review take? How to allocate time? In what way? Countless in my heart Some teachers give lectures at will, the task of reviewing subjects is not clear, and the review focus is not prominent. Some teachers give lectures with review books or blank papers, and whenever they talk about it, teachers are led by the nose by review books or papers; Some teachers have seriously lowered their requirements because of "poor student foundation", and the classroom capacity is too small. 2. The monotonous phenomenon of "cramming" in teaching methodology is still very serious. The teacher sings a one-man show. Students' participation consciousness is not strong, and their participation is not deep enough. Teachers tend to pursue lively classroom atmosphere, and low-level rote memorization and mechanical judgment are the main positions. Some exercise classes are explained one by one according to the review book, and the test paper analysis class begins with 1 question, the second question, and finally, "teacher-student interaction" and "student-student interaction" are really difficult to embody. "There is no need for triangles in solid geometry class". Small blackboards, crayons, slide projectors and large-screen projectors are hard to see in class, and the review efficiency is not high. Teachers' problem-solving demonstration is not paid enough attention to and standardized. 3. The training is not solid. "Please take out your exercise book and show it to the teacher." A senior three student replied, "There is no exercise book." Textbooks and exercise books have been replaced by handouts of books and test papers, and they have not been paid enough attention. When chatting with senior three students in a school, I talked about the workload that "two classes can be completed by self-study in the evening", and the students' effective training is insufficient, and the sense of urgency in the college entrance examination is not strong enough. There are two reasons why students in vocational schools have less homework: first, the subject courses are arranged in parallel, for example, a school has seven math classes a week, but only three classes are arranged (usually six classes every Saturday and five classes); Second, use review books or units and comprehensive exercise papers, and do more "hidden" homework (let students do some questions or write down something in the exercise papers or review books or let students review something by themselves, but teachers generally don't correct them), and less "explicit" homework (it is clearly stipulated that they should be handed in for correction). Second, how to review in stages? How many stages does the college entrance examination review have? How to allocate time? What principles are followed? There is no definite way to review, and effective review is the best way. An experienced senior three Chinese teacher said: the review of senior three Chinese can generally be divided into three stages: the first stage is to check and fill the gaps, and make a plan to check and fill the gaps according to the exam instructions; The second stage is the comprehensive strengthening period, and the comprehensive test paper with high reliability and good validity is selected for simulation test; The third stage is the period of reflection and adjustment. First, reflect and summarize the wrong questions in the previous papers, and then make psychological adjustments. Here is a brief introduction to the "four in one" review teaching method. Professor Bao, founder of the "Four-in-One" review teaching method (Secretary-General of the Foreign Language Education Research Center of the National Basic Education Experimental Center, see the English "Four-in-One" Education and Teaching Network for details). "Four in one" means that review is a whole consisting of four stages, namely, stage training stage, special training stage, comprehensive training stage and simulation training stage. As a pyramid-shaped whole, these four stages are called "four in one". Four-stage time allocation: According to the principle of gradual progress, "stage training" accounts for 65,438+0/2 or most of the total review time, depending on the students' mastery of basic knowledge. Students who master basic knowledge well can spend 65,438+0/2 of the total review time, and classes with poor polarization can spend 2/3 or more of the total review time. Specifically, the review of cultural courses in higher vocational college entrance examination or the first semester of senior three has begun to review professional basic courses, and the general review of college entrance examination can take 4-5 months for stage training. The time allocation of "special training stage", "comprehensive training stage" and "simulation training stage" decreases in turn. When making a timetable, we should have a strategic vision and take into account the time occupied by various tests, examinations, physical examinations and holidays. "Stage training" is divided into review units. If a review unit needs 8 class hours, then the specific number of class hours is 4 class hours for intensive reading, 2 class hours for students to do problems and 2 class hours for commenting. "Special training" is mainly designed and trained according to the comprehensive and ability questions in the college entrance examination. Pay attention to the inductive guidance of problem-solving skills in special training, so that students can know the key points to solve such problems when they see it. "Comprehensive training" is a comprehensive summary of the difficulties, key points and test sites that are easy to make mistakes in special training. It cannot be arranged in stage training, and comprehensive training is carried out by integrating basic knowledge and ability requirements. "Simulated Training" requires that under the strict control of teachers, teachers should adopt the simulated test questions selected by "assorted" according to the actual situation of students, and conduct simulated training which is basically the same as or slightly more difficult than the formal college entrance examination. The capacity, discrimination and score of the required test questions are basically the same as those of the regular college entrance examination. "Four in one" review teaching method is a 16-character teaching principle of "step by step, stage by stage, focusing on refinement and combining five skills" summed up in review teaching practice. ("Step by step" requires teachers to make a careful review plan, arrange the time reasonably, and carefully plan the order of the contents of textbooks in each grade, from easy to difficult, from simple to complicated, and break through one by one, slowly and steadily. "Stage-oriented", focusing on "stage training" in four stages; Judging from the whole review process, the emphasis is on "phased training", which helps to "grasp the outline according to the order of teaching materials, disperse the difficulties, break them one by one, fight the annihilation war one by one, and lay a good foundation step by step; Make students naturally transition from scattered knowledge learning to systematic induction of knowledge, make basic knowledge more organized and further cultivate their application ability. Consolidate basic knowledge, and then carry out special training to cultivate ability; Then comprehensive training is carried out to cultivate students' comprehensive ability to use knowledge, improve problem-solving skills and apply what they have learned. This step is also a process of checking and filling gaps. The final simulation training is a practical exercise, a self-examination and a necessary preparation for the exam. "Exquisite and concise", the teacher focuses on one or two key points at a time according to the key points and difficulties in each stage, systematically summarizes some teaching materials and "makes the finishing point". Then let the students do some well-designed exercises, and the teacher will check carefully, find problems, comment one by one in time, and make up the mistakes. "Five skills at the same time", strengthen the ability training of "listening, speaking, reading, writing and translating" and "five skills" in English review teaching. 3. What should I pay attention to in the review class? 1, stick to the "description" and consolidate the "double base". The "2005 single-examination and single-recruitment examination instructions" was released in mid-March. Compared with last year, there are some adjustments, such as foreign trade, foreign trade business English changed to business English correspondence, the teaching materials used are completely different, and the requirements for the examination are more specific and clear. It is required to study the "Notes for Examination" carefully, especially the "New Contents or Terms with Changes in Examination Requirements". To review teaching, we must first find out what to test, that is, how many test sites there are in this subject, what knowledge points each test site has, and to what extent it is required to master, especially what is the backbone knowledge, because different knowledge has different gold content and educational value. At the same time, it is necessary to insist on teaching within the instruction manual and teaching materials, not to teach what has been deleted from the instruction manual and teaching materials, to increase the teaching content and increase the teaching difficulty. As can be seen from the explanation, the college entrance examination paper is not difficult. For example, the difficulty of higher vocational mathematics test papers: the ratio of easy questions, medium questions and difficult questions is 6∶3∶ 1, and easy questions and medium questions account for 90%. Therefore, the review of higher vocational colleges should consolidate the "double basics" in a down-to-earth manner. "Double basics" means basic knowledge and skills, and consolidating "double basics" is the most important step in review teaching. From a macro perspective, students should master the knowledge of teaching materials comprehensively and emphatically. From the microscopic point of view, students are not only required to master each knowledge point in breadth and depth, but also to grasp the internal relationship between knowledge points, clarify the knowledge system of teaching materials, form a knowledge network, and make books thinner and thinner. "Grasp the foundation" and ensure that the basic points are not lost or less. To grasp the basic questions, we should do more multiple-choice questions and fill-in-the-blank questions. For example, in the training of basic math problems, practice for 30-40 minutes every day, and be careful not to make a mountain out of a molehill. That is to say, many problems only need to draw a picture and substitute the answers with a special formula, without too complicated problem-solving process. There are a lot of review books and test papers now, so we should pay special attention to deleting them, delete the difficult questions in the test papers, and advocate the use of "pieced together and pasted test papers" 2. The later review after the examination questions are completely changed, with the focus on "choosing the right questions, using the right questions and evaluating the right questions". "Choosing the right questions" is a typical guidance and refinement; The strict requirement of "making good use of the questions" is actually doing "test questions"; "Evaluating Good Questions" focuses on the retraining and evaluation of wrong problem solving, and fully exposes the wrong thinking process. The key to improving students' grades lies in their mastery of knowledge, but it is difficult to achieve ideal grades without doing certain test questions and paying attention to the training of problem-solving methods. To really do the "test questions" well, we need to work hard on the "reality" and "cleverness" of doing the questions. The so-called "reality", first, when doing the problem, we should be serious and solid, not sloppy and follow our inclinations; The second is to do the questions accurately and not engage in sea tactics; The so-called "cleverness" means mastering scientific problem-solving methods. For the wrong question, be sure to find out the reason for doing it wrong. " Focus on 1/3 ".What does the test paper say? How long will it last? The test paper must be practiced before speaking (it is best to give the results). It is important to tell the wrong questions and fully expose the wrong or possibly wrong thinking process; Focus on explaining the methods of questions, so that "general method" must be talked about, and it is also necessary to talk about multiple solutions to one question. Practice makes perfect; The focus is on the small comprehensive problems with overlapping knowledge points and the comprehensive application of the front and back links. A paper focuses on 1/3, and there should be time to practice and test questions after the lecture. "Attack the wrong questions more" suggests that students collect the wrong questions in homework and exams (some teachers require students to have wrong problem books). Every exam should be filled in, and you should find out what knowledge points you have not fully mastered and study repeatedly. Don't just pay attention to the quantity when you do the problem. After doing it, put it aside and don't ask right or wrong. This is very unscientific. If you can work out a problem every day, the cumulative amount in two months will be considerable. After a long time, you will know what to pay attention to when doing the problem, and the chance of making mistakes will be greatly reduced. Learn to draw inferences from others, do a problem and come up with other methods from different angles. The "all-batch and all-reform" solid training starts with all-batch and all-reform, and the test papers and extracurricular homework should be all-batch and all-reform, so that they can be graded and scored after correction. The practice of "single-form practice, practice must be approved, review after approval, and do after evaluation" is worth promoting. While checking the number of students' homework, the teacher pays attention to the number of homework corrections in the workbook and the number of times the test paper handouts are corrected. Emphasize collective lesson preparation, unity and cooperation, and resource sharing. 3. Strengthen the guidance and improve the actual effect. Strengthen the guidance of learning methods and improve the actual effect of review. In the review stage of senior three, we should pay great attention to the guidance of learning methods, through which students can achieve four goals: learning state, attending classes, answering questions by themselves and correcting mistakes and reflecting. Teachers should be good at summarizing and popularizing good learning methods. For example, math review emphasizes "summarizing in time and correcting mistakes in time". Usually, there are three problems that repeatedly affect the math test scores: the problems you usually do are wrong, and the problems you can do are not done, and then you make mistakes. The key to solving the problem is to pay close attention to "timely error correction" and "timely summary" "Summary" can sort out the experience of solving problems, and draw inferences from others; "Error correction" can make the mistakes made not repeat. English learning methods of "knowledge management and knowledge processing". The purpose of classifying English vocabulary, sentences, grammar and articles is "knowledge management". English word classification, shorthand vocabulary and shorthand flexible usage embody the technology of "knowledge processing". "High score = points that should not be lost+points that can be gained" and "cleverness = planned review+detailed methods" Shanghai Yisi School's characteristic training combining efficient learning methods with self-management ability is worth popularizing. In the long-term practice, Yisi School realized that efficient learning methods and self-management ability should be gradual, and priority should be given to important, simple and effective things. Practice shows that the following day 10 event is of great help to improve middle school students' self-management ability and learning efficiency. (1) Take 15 minutes to list your study, life and entertainment, and put out the important emergency order. (2) Make a fist before class and remind yourself: "Put your heart and soul into it and digest it in class. "(3) Seize the gap between classes and recall what you have just learned, and spend a minute or two as a whole immediately after class. (4) Summarize the experience of solving typical problems. (5) Meditate on what you learned that day 10 minutes before going to bed. (6) Take 30 minutes to exercise and temper your will. (7) In-depth analysis should be made to find out the cause of the error and correct it in time. (8) reflect on what is done well and what needs improvement, and write it down. (9) Find your own role models, find opportunities to communicate with them and compare your progress. (10) Read this form once or twice a day. Usage: Find out what you find useful, simple and interesting, start doing it, and gradually increase the number of things you have done.